Considerations for Universally Designed Assessment Items

Does the item measure what it intends to measure?

• Reflect the intended content standards (reviewers have information about the content being measured)?
• Minimize knowledge and skills required beyond what is intended for measurement?

Does the item respect the diversity of the assessment population?

• Sensitive to test taker characteristics and experiences (consider gender, age, ethnicity, socio-economic level, region, disability, and language)?
• Avoid content that might unfairly advantage or disadvantage any student subgroup?

Is there a clear format for text?

• Is there a standard typeface?
• Twelve (12) point minimum size for all print, including captions, footnotes, and graphs (type size appropriate for age group), and adaptable font size for computers?
• Is there a high contrast between color of text and background?
• Are there sufficient blank spaces (leading) between lines of text?
• Are the margins staggered to the right, not just right justification?

Are there clear visuals--when essential to the item?

• Visuals are needed to answer the question?
• Visuals have clearly defined features (minimum use of gray scale and shading)?
• Sufficient contrast between colors?
• Color alone is not relied on to convey important information or distinctions?
• Visuals are labeled?

Is the text concise and readable?

• Commonly used words (except vocabulary being tested)?
• Vocabulary appropriate for grade level?
• Minimum use of unnecessary words?
• Idioms avoided unless idiomatic speech is being measured?
• Technical terms and abbreviations avoided (or defined) if not related to the content being measured?
• Sentence complexity is appropriate for grade level?
• Question to be answered is clearly identifiable?

Can changes to the format be made without changing the meaning or difficulty of the text? (This includes visual or memory load)?

• Allows for the use of braille or other tactile format?
• Allows for signing to a student?
• Allows for the use of oral presentation to a student?
• Allows for the use of assistive technology?
• Allows for translation into another language?

Source: Johnstone, C., Thurlow, M., Moore, M., & Altman, J. (2006). Using Systematic item selection methods to improve universal design of assessments (Policy Directions 18). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved February 2007, from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Policy18/.